Learning Program « Technology4Learning

Learning Program

This program is the result of a peer coaching relationship I set up with a young History teacher. It is designed to cover eight class periods and some homework time. We met once a week to discuss his ongoing technology initiatives and more often recently when we decided to write a “showpiece” program, that would begin in week one, term 4 and coincide with a technology workshop occuring during this week.

At least one visitor will be viewing one lesson which will demonstrate the use of some software. I also contacted the Minister for Foreign Affairs, Mr Alexander Downer, and it is expected that either he, or a member of his office will join our online discussion as a “resident expert”

The task was to write a program that met syllabus guidelines; allowed for preferred learning styles; allowed students to create an individual learning plan; included a variety of ICT strategies and made full use of the College technology infrastructure. It is envisaged that some lessons will be filmed to act as a training aid for other teachers.

I consider that this program, and the strategies within it, represent an excellent outcome of a peer coaching relationship

PROGRAM AND REGISTER: STAGE 5 AUSTRALIAN HISTORYTopics 7: Australia as Global Citizen

Click here for the TASK SELECTION MATRIX

In order to complete this learning activity you must achieve a minimum of 100 points.

Knowledge & understanding tasks 10 points each

Applying and analysing 20 points each

Creating and Evaluating 30 points each

The coloured tasks are compulsory – 10 points each. You choose the balance of 80 points from the other tasks.
You decide which combination of tasks you would like to complete. You must have a total of 100 points.
These activities will be presented together as an UN representative analysing the impact of Australia’s involvement in the global community or “mockumentary” of your chosen tasks.

Reflection Statements

For each of your completed tasks, write 100 words describing why you chose it, what you did to complete it and how useful you found the task in understanding Australia’s role as a Global Citizen.

Attach a word document to each task you create when you upload the electronic copy of the task to the Portal. If you cannot attach a word document somehow, ask your teacher what to do.

UNIT DESCRIPTION: This unit completes the year 10 program by exploring Australia’s role as a global citizen and by exploring the impact of changing technology on everyday life in post war Australia.INQUIRY QUESTION:

What role has Australia played in international affairs in the post war period?

TARGETED OUTCOMES:

A student: 5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life

5.2 assesses the impact of international events and relationships on Australia’s history

5.3 explains the changing rights and freedoms of Aboriginal peoples and other groups in Australia

5.7 explains different contexts, perspectives and interpretations of the past

5.8 locates, selects and organises relevant historical information from a number of sources, including ICT, to undertake historical inquiry

5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences.

WORKING HISTORICALLYHistorical skills to be integrated into this topic:

outline key developments in Australia’s role within the United Nations
interpret history within the context of the actions, values, attitudes and motives of people from
the past
locate, select and organise information from a variety of sources
distinguish between fact and opinion.

ICT SKILLS

ICT skills appropriate for this topic may include:

use knowledge, understandings and relevant evidence to create an appropriate historical text,
using collaborative ICT tools

LITERACY FOCUS:Take part in online discussion forums, class blogs and wikis.

Students learn about

Students learn to

Teaching, Learning and Assessment Activities

Section A: Australia as a Global Citizen

Australia’s role in the following:
- United Nations, including UNESCO, and UN conventions
- Regional agreement, including Colombo Plan, APEC

outline key developments in Australia’s role within the UN in the post-war period
assess an achievement of Australia in its role within the UN
explain the purpose of Australia’s regional agreements

Student-centered, independent learning unit:Students will complete a series of varied tasks using ICT as the main form of research, presentation and communication.

1. Students will communicate through the College Portal in a virtual classroom (VC) environment and asynchronous discussion page.
2. Students will use the VC to access relevant tasks and construct an individual learning plan by choosing appropriate tasks and completing them.
3. Students will be required to submit relevant, meaningful and thought-provoking questions and comments on the VC discussion board after each lesson.
4. Tasks will be given a value in Learning Credits, and students will have to choose an appropriate selection of tasks to complete which add up to at least 100 Learning Credits. Value will be the sum of difficulty: level of research required, depth of analysis and synthesis required, selection of sources and referencing.
5. Students will submit work either online or hard-copy to the teacher as they complete each task and the teacher will mark and give feedback as appropriate.
6. Students will need to submit a reflection statement of approximately 100 words outlining their research method, understanding and issues related to the task. This reflection will be submitted to a discussion board and allow others to give feedback and create academic discussion between students, teachers and invited guests.
7. Students will receive a Unit Report on which their tasks, marks and feedback will be present.

Suggested number of lessons: 8*

*”Lessons” denote approximate 50 minute classroom-based lessons, however some amount of these “8 lessons” will be completed online/offline in students’ own time.

Assessment and feedback to students · Regular informal (verbal) assessment· Task-specific written and verbal feedback· Unit Report for detailed and comprehensive feedback on academic progress and achievement in the unit.

Resources used for this unit (including ICT) UN Website College Portal > Virtual Classroom > Discussion boards/Wikis/other web parts.MindBook mind-mapping softwareSchoolKit – Build a TimelineHeucampus collaborative software Retroactive 2 textbookResources found by students

Teacher evaluation of unit:· Were the activities relevant and varied?· Have students progressed towards the achievement of the syllabus outcomes?· Were all the activities suited to the needs of your students?· Could all the students cope with the material?· Were the resources adequate and accessible?· Were the students actively engaged in learning? · Additional strategies?· Suggestions for change

Marking Rubric for Individual Learning Plan

Elementary 1	Marginal 2	Good 3	High 4	Excellent 5
No. of Learning credits < 60	No. of Learning credits 60 – 74	No. of Learning credits 70 – 84	No. of Learning credits 85-100	No. of Learning credits 100 or greater
The student demonstrates both a poor behaviour and an immature approach to their learning.	The student demonstrates some inconsistent behaviour and/or an immature approach to their learning.	The student usually demonstrates good behaviour and approach to their learning.	The student demonstrates positive behaviour and usually a mature approach to their learning.	The student demonstrates exemplary behaviour and a mature approach to their learning.
Work is often late, incomplete or of a poor standard	Work may be late, incomplete or of a poor standard.	Work is usually submitted on time and the standard of work demonstrates an attempt to achieve a good standard of work and presentation	There is a commitment to completing tasks on time and with care for their quality and presentation.	Tasks are completed on time, to the best of their ability and with a genuine concern for their quality and presentation.
The student may interfere with the learning of others and the student’s behaviour is not satisfactory	The student may at times interfere with the learning of others and their behaviour may not always be satisfactory	The student does try to work on task and often participates in class discussions. Cooperation with others needs some attention.	The student usually works conscientiously, may also participate actively in class discussions, and cooperates reasonably well with peers.	The student always works conscientiously, participates actively in class discussions and cooperates well with peers
Chooses all activities that are straightforward and unlikely to challenge the student	Chooses most activities that are straightforward and unlikely to challenge the student	Chooses most activities that are at the current level of achievement	Chooses most activities that are at or slightly above the current level of achievement	Chooses all activities that are challenging and above the current level of achievement

Responses

I’m really pleased with the outcome of my coaching with this History teacher. We have traded ideas, researched best practice, and come up with an excellent program of work for this topic. The next step will be to evaluate the tasks and the student performance. I’m sure this will become a model for future learning programs. It’s a pity the whole program only lasts for two weeks. My History teacher is now considering making movies and putting them on TeacherTube. I think I’ve created a monster!!
By: GJH on October 9, 2007
at 11:56 am
Heard tonight that someone from Alexander Downer’s staff will be accessing our virtual classroom and discussing issues with the students. Apparently it is expected that Mr Downer will be rather busy next week!
By: GJH on October 9, 2007
at 12:03 pm

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